Bøker av Surmila S

In India the policy of exclusion revolves around the social institutions, whichis based on their identities for instance caste, religion, gender, which isolate, separateand exclude them (Thorat & Kumar, 2010). The social-economic structure of thesociety maintains this tradition of discrimination and exclusion. Therefore, thus,education can also not be seen at vacuum (Barten, 1999).Education is alsomanifestation of great Indian values of equity and cohesion. Education has thepotential to play a key role in combating inequalities, exclusion and to lay thegroundwork for a more equitable and inclusive society. The challenges are to ensurethat educational systems are not only efficient but also inclusive. Inclusive means interms of equal opportunities to access quality education and individual identity withtheir diverse backgrounds. Education system without appropriate measures to dealwith this challenge can reinforce social exclusion. The question arises in front of us,that what kind of educational measures process ofexclusion ? Due to the various steps taken at the policy level, today education isaccessible to all, but can we say that they are accepted with their variegated identities,to which they belong? Are they socially included in education system? Are there anyefforts made to accept their groups with their identities? In the proposed research,Education Policies would be studied in this content.